Université d’Ottawa / University of Ottawa Theory and Practice of Undergraduate Teaching ESG 5300 September 14, 2004

Université d’Ottawa / University of Ottawa

Theory and Practice of Undergraduate Theory and Practice of Undergraduate TeachingTeaching

Theory and Practice of Undergraduate Theory and Practice of Undergraduate TeachingTeaching

ESG 5300 September 14, 2004


Integrating Technology into Integrating Technology into TeachingTeachingUniversité d’Ottawa / University of Ottawa

Today’s AgendaToday’s AgendaToday’s AgendaToday’s Agenda

Introduction of professor Introduction of students Overview of the course

Requirements Activities Style

Introduction to Teaching in Academe



The professorThe professorThe professorThe professor

Linda Manning, Ph.D. Professor of Economics

Research agenda in integration of technology into teaching

Instructional Technology Consultant (CUT) Advanced Placement Economics (US)

Contact information [email protected] http://www.courseweb.uottawa.ca/FACDEV101

Log in using your UOttawa student userid and password (as in Infoweb)



The studentsThe studentsThe studentsThe students

Now it’s your turn Your name, your discipline, your research focus, your

professional plans, and what do you want from this course?



The CourseThe CourseThe CourseThe Course Designed to help graduate students prepare for an

academic teaching career. Introduction

research and theory on undergraduate teaching development of practical teaching skills for university teaching

You will actively participate in professional development activities.

Framework is development of teaching portfolio in context of: research in undergraduate teaching and learning self-reflection and development of practical teaching

strategies the integration of instructional technologies into the university

classroom



Course GoalsCourse GoalsCourse GoalsCourse Goals

Develop set of instructional objectives for an introductory course

Develop practices for understanding students and ourselves as teachers

Explore different teaching methods and how to use them Investigate new instructional technologies as pedagogical

tools Explore assessment strategies—for student learning, and

our teaching Reflect on professional and ethical issues Develop a teaching portfolio



Instructional Methods and ScopeInstructional Methods and ScopeInstructional Methods and ScopeInstructional Methods and Scope

The focus of classroom activity will be active participation. Theoretical basis of discussions will be presented on web

pages, which will serve as textbook. Students will explore answers to questions raised with their

colleagues based on theory, experience, and self-reflection.

Each student will make three teaching presentations, 2 in front of a small group

By the second class period, I would like you to form groups of 4-5.

1 in front of the entire class. The final teaching presentation will be filmed to provide

individualized feedback, and the audience will constructively evaluate the presentations.



AssignmentsAssignmentsAssignmentsAssignments

Mini-teaching sessions Develop your own instructional objectives Description of session and students, how they should be prepared

before the beginning of the session, and what they should be able to do when the session is over Mini-teaching sessions and supporting theoretical justification.

Identify ways you can reach different students Prepare a brief theoretical justification for your framework of your

mini-teaching session. Use readings, current approaches to teaching,and class discussions, justify your choice of instructional objectives, and teaching strategies

Prepare framework for using technology in your own course A Teaching Portfolio.

Prepare a list of assessment tools you've used, and professional development activities



Mini-Teaching SessionMini-Teaching SessionMini-Teaching SessionMini-Teaching Session

Your audience: first year students in a large class Time: 15 minutes Topic: your choice, but only one Theoretical justification? Built around who you

are, who your students are, and what you are teaching.

Objectives: your choice but they must be made clear in advance

Evaluation tools will be made available and shared.



Your Teaching PortfolioYour Teaching PortfolioYour Teaching PortfolioYour Teaching Portfolio

Contents? You decide Requires self-reflection



TopicsTopicsTopicsTopics Teaching in the Context of an Academic Career

What is Teaching Teaching vs Research

Introduction to Teaching Portfolios Instructional Objectives—understanding yourself and your course Understanding your Audience and Yourself Connecting with some, reaching out to others Motivating students Teaching Methods

The Lecture Active and Self-Directed Learning

Integrating Instructional Technologies into Teaching Assessment of Student Learning and of Your Teaching Professional and Ethical Issues in Teaching



Where will your insight come from?Where will your insight come from?Self ReflectionSelf Reflection

Where will your insight come from?Where will your insight come from?Self ReflectionSelf Reflection

Reflective evaluation—uses reflective thinking Special kind of intellectual activity Much like scientific inquiry Disciplined and orderly • Why teach differently?

Changing characteristics of students Demographics, attitudes and values Mental and physical health Academic and financial preparation

Changing characteristics of institutions Accountability Legal protection Performance-based funding



Some things to consider: Need to Some things to consider: Need to Know?Know?

Some things to consider: Need to Some things to consider: Need to Know?Know?

Students as learners teaching discipline-specific teaching knowledge content and how it fits into larger curriculum

Oneself as teacher In general, need to know

Teaching Learning Course management



Some things to Consider: the Some things to Consider: the importance of PLANNING in teachingimportance of PLANNING in teaching

Some things to Consider: the Some things to Consider: the importance of PLANNING in teachingimportance of PLANNING in teaching

Advanced planning important with assessment and flexible response

Flexible does not mean disorganized Students may need structure or appearance of it Students learn better if objectives are clear

Your goals for the course Relationship of goals to each other Relevance of information, evidence, examples to goals. Before you can be clear to your students. . . .



Some things to consider—Some things to consider—communication with students and the communication with students and the

Concept MapConcept Map

Some things to consider—Some things to consider—communication with students and the communication with students and the

Concept MapConcept Map Remember that students do not have your mastery of the

subject Think back—did you always know what was important? The ‘big picture’ can give framework for organizing and

retaining new information Requires your planning Organized image

Think of the brain as a web of associations and relationships



It’s all about ‘FIT’It’s all about ‘FIT’It’s all about ‘FIT’It’s all about ‘FIT’ How teaching fits into our careers How course materials fit together (for students) Do questions enhance your understanding? Our ‘web’ is incomplete.

Student’s question prompts reasoning that fills gap. Student questions can be invaluable—be available for

them The Sequential Outline is most common

Fail to show interrelationships among concepts How are chapters and concepts connected?

Use a Concept Map In Econ. . . .



On Balancing Teaching with other On Balancing Teaching with other ResponsibilitiesResponsibilities

On Balancing Teaching with other On Balancing Teaching with other ResponsibilitiesResponsibilities

Results from recent studies: Being a good teacher essential to faculty Institutions do not reward good teaching Research given highest priority Conflict between personal and institutional values

Evaluation can be used to reconcile these Teaching Portfolio ESG5300 Framework

Professional uses Formative Summative



Evaluation has changed tooEvaluation has changed tooEvaluation has changed tooEvaluation has changed too

1980s and 1990s—budget tightening Evaluations driven by administration More recently—new stakeholders

Accountability to public Legal protection

New professors Fairness and consistency

Brings us back to using evaluation to resolve conflict between teaching and research.



The Teaching PortfolioThe Teaching PortfolioThe Teaching PortfolioThe Teaching Portfolio

What is your main purpose in creating this portfolio?

What basic argument about your teaching will you make, and why?

Who are the primary readers? What do you know about their beliefs about good

teaching? Are their beliefs consistent with your own? What types of evidence of teaching effectiveness will be

most convincing to these readers? What evidence will they expect to find?



Documenting your Success and Documenting your Success and DevelopmentDevelopment

Documenting your Success and Documenting your Success and DevelopmentDevelopment

How are your beliefs about teaching and learning reflected in your actions as a teacher? What evidence will show readers that your teaching

reflects these beliefs? What evidence can your students provide? Your colleagues? What evidence can you provide? Others? Which of the above is regularly collected?

How can you begin to collect the rest of the data you need?



For instance. . . .For instance. . . .For instance. . . .For instance. . . .

Statement of Pedagogical Philosophy, Strategy and implementation

Summary of Teaching Responsibilities • Semester Hours Per Year Effective Teaching Load New Course Development

Evaluations Student Evaluations Average Evaluation Scores—graphical presentation Required and Supplementary questions



For instance. . .For instance. . .For instance. . .For instance. . . Peer Evaluation of Teaching and Teaching Materials

Classroom ObservationDepartment chair Instructional designer

Evaluation of Course MaterialsEducational PsychologistDirector of Academic program/Psychologist

Teaching Research in Economics Grants and Awards for Teaching Innovation Description of Efforts to Improve Teaching • Self-

Evaluation Goals for the next five years

Documents

Université d’Ottawa / University of Ottawa Theory and Practice of Undergraduate Teaching ESG 5300 September 14, 2004